Appropriate Methodology and Social Context
The methodology of English language education has been developed mainly in the English-speaking countries of 'the west' and does not always fit the needs of the rest of the world. Appropriate Methodology and Social Context investigates this state of affairs by looking at the wider social context of what happens between teachers and students. It uses an ethnographic framework to explore the complex and diverse cultures of classrooms, of student groups and teacher communities in different countries and educational environments. It goes on to argue that these factors have to be acknowledged in the design and implementation of appropriate methodologies. Although a major concern is with classroom teaching, the methodologies for curriculum and project management and design are also addressed.
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Part A The cultures of the classroom
The variety of classroom cultures
Part B Sources of conflict
The politics of projects
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academic activities Ain Shams project Ain Shams University Allwright already appropriate methodologies argue aspects attitudes Breen Chapter citing classroom culture classroom interaction classroom methodology Coleman collaborative colleagues collectionism collectionist communicative approach communicative language teaching complex conflict cultural imperialism culture-sensitive curriculum developer curriculum project deep action phenomena described difficult discussion English language education English language projects English language teaching ethnocentricity ethnographic action research example expatriate lecturers factors faculties of education Holliday host educational environment host institution hyperrational important influence innovation integrationism integrationist involved Keele project knowledge language teaching methodology learner learning group ideal lesson linguicism linguistics literature local lecturers look macro means analysis national culture Observation notes organised personnel problems professional professional-academic cultures proxemics real world referred relationships role schools seemed seen situation social context student culture Swales syllabus teacher and student teacher groups TESEP teachers traditional understand Zikri